Field-Based Geoscience Education during the COVID-19 Pandemic: Planning, Execution, Outcomes, and Forecasts

Rotzien, Jonathan; Sincavage, Ryan; Pellowski, Christopher; Gavillot, Yann; Filkorn, Harry F.; Cooper, Scott P.; Shannon, Jeremy M.; Yıldız, Ümit Hakan; G, Sawyer F; Uzunlar, N.

doi:10.1130/gsatg483a.1

Cited by 21 publications

(17 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The same methods can be applied to rocks and minerals, outcrops, and large-scale geologic features. Rotzien et al (2021) used 3-D Google Earth images to prepare students for field mapping. Google Earth is often used in labs and introductory classes and textbooks so this is not a new idea.…”

Section: Discussionmentioning

confidence: 99%

“…The current pandemic has changed education in many ways, but few areas of science education have been impacted 25 as much as the geological sciences where field observations and trips are a significant part of most geoscience curriculums. During the pandemic many universities replaced field trips and exercises with a variety of virtual field experiences (Rotzien et al, 2021) despite some prior faculty reticence to the use of computer-based tools for field mapping classes and other field activities. In addition, prior to the pandemic there was a growing trend at many universities and K-12 schools in the U.S. to eliminate or restrict field activities because of administrative concerns 30 about student liability, cost and, in some cases, the lack of faculty able and/or willing to teach field-based classes on a regular basis.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Introduction to Teaching Science with Three-dimensional Images of Dinosaur Footprints from Cristo Rey, New Mexico

Martinez

Serpa

2021

Preprint

View full text Add to dashboard Cite

Abstract. In this paper we discuss the use of three-dimensional (3-D) imagery and virtual field trips to teach lower level (i.e. K-14 level) geoscience courses. In particular, 3-D pdfs can be used to either prepare students for, or completely replace, a field trip when logistical problems make the actual trip too difficult to be effective or when some students need an alternative accommodation. Three dimensional images can replace or supplement classroom activities, such as the identification of rocks and minerals from hand samples or the identification of geologic structures from 2-D photographs and limited field observations. Students can also become involved in data collection and processing to further their understanding of photogrammetry and visualization. The use of 3-D imagery can make additional time available to instructors to cover more advanced topics and teach students more about the role of science in geologic research. We use an example from Cristo Rey, New Mexico, where dinosaur footprints and tracks are present but difficult to see in many cases and often in places that are hard to access for many people. At this site, approximately 10,000 photographs were collected and processed as 3-D images to show one approximately 72 m2 area of known footprints. However, we also conducted some very simple digital manipulations of the images that allowed us to identify new footprints and tracks that were not apparent when viewed in the field. The photographs and 3-D images have been donated to the Insights museum that owns the fossil site and they are now being used to develop educational materials and lessons for the nearby communities.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Introduction to Teaching Science with Three-dimensional Images of Dinosaur Footprints from Cristo Rey, New Mexico

Martinez

Serpa

2021

Preprint

View full text Add to dashboard Cite

show abstract

“…For field work or field trips, place-based experiences are important to create "meaningful experiences'' for learners (Dean, 2020;Rotzien et al, 2021;Semken et al, 2017); these opportunities help students connect theory introduced in the classroom to features and situations in the environment (Semken et al, 2017;Semken & Freeman, 2008). Experiential learning offers engagement with the landscape that sparks curiosity and reflection.…”

Section: Introductionmentioning

confidence: 99%

“…Experiential learning offers engagement with the landscape that sparks curiosity and reflection. Direct student involvement in lessons and fieldwork permits students to explore the geographic concept of place through their interaction with physical features and landscapes (Mogk, 2004;Mogk & Goodwin, 2012;Rotzien, 2021). Decreased opportunities to learn skills with investigation of subject matter through field work include: data collection techniques, map reading analysis, and problem solving (Hope, 2009, Kent et.al.,1997Rotzien, 2021).…”

Section: Introductionmentioning

confidence: 99%

GeoEPIC: Innovating a Solution to Implement Virtual Field Experiences for Education in the Time of COVID-19 and the Post-Pandemic Era

2021

JHETP

View full text Add to dashboard Cite

The spring of 2020 marked the start of many countries closing their borders to travel due to the COVID-19 pandemic. These closures disrupted travel and learning opportunities for K-16 education. International field trips and study abroad programs were some of the first canceled opportunities with domestic field trips becoming more complicated to implement safely. With termination of these experiences, students lost cooperative and collaborative opportunities for place-based, field-based education. To address these losses of situated learning opportunities for students, a digital learning platform was developed to increase access to educators and students to free virtual field-based experiences. The platform is enhanced to allow teachers easy adoption of resources with supporting workshops to help educators in creating and delivering this rich education content through authentic, virtual landscapes.

show abstract

“…This left many geoscience departments scrambling to find alternative field experiences for courses that traditionally incorporated field-oriented educational components (e.g. Bond and Cawood, 2021;Bosch, 2021;Gregory et al, 2021;Quigley, 2021;Rotzien et al, 2021. ) The James Madison University (JMU) Department of Geology and Environmental Science was significantly impacted by pandemic-based field restrictions, as their traditional summer capstone field course had to be reconfigured in a virtual format.…”

Section: Introductionmentioning

confidence: 99%

The Mid Atlantic Appalachian Orogen Traverse: A Comparison of Virtual and On-Location Field-Based Capstone Experiences

Whitmeyer

Fichter

Marshall

et al. 2021

Preprint

View full text Add to dashboard Cite

Abstract. The Stratigraphy, Structure, Tectonics (SST) course at James Madison University incorporates a capstone project that traverses the Mid Atlantic region of the Appalachian Orogen and includes several all-day field trips. In the Fall 2020 semester, the SST field trips transitioned to a virtual format, due to restrictions from the COVID pandemic. The virtual field trip projects were developed in web-based Google Earth, along with other supplemental PowerPoint and PDF files. In order to evaluate the effectiveness of the virtual field experiences in comparison with traditional on-location field trips, an online survey was sent to SST students that took the course virtually in Fall 2020 and to students that took the course in-person in previous years. Instructors and students alike recognized that some aspects of on-location field learning were not possible or effective with virtual field experiences. However, students recognized the value of virtual field experiences for reviewing and revisiting outcrops, as well as noting the improved access to virtual outcrops for students with disabilities, and the generally more inclusive experience of virtual field trips. Students highlighted the potential benefits for hybrid field experiences that incorporate both on-location outcrop investigations and virtual field trips, which is the preferred model for SST field experiences in Fall 2021 and into the future.

show abstract

Field-Based Geoscience Education during the COVID-19 Pandemic: Planning, Execution, Outcomes, and Forecasts

Cited by 21 publications

References 0 publications

Introduction to Teaching Science with Three-dimensional Images of Dinosaur Footprints from Cristo Rey, New Mexico

Introduction to Teaching Science with Three-dimensional Images of Dinosaur Footprints from Cristo Rey, New Mexico

GeoEPIC: Innovating a Solution to Implement Virtual Field Experiences for Education in the Time of COVID-19 and the Post-Pandemic Era

The Mid Atlantic Appalachian Orogen Traverse: A Comparison of Virtual and On-Location Field-Based Capstone Experiences

Contact Info

Product

Resources

About